Proceedings
The 6
thInternational Seminar
The Faculty of Language and Literature in cooperation with The Language Training Center
Satya Wacana Christian University
Research in Teacher Education: What, How, and Why?
© 2012 Faculty of Language and Literature & Language Training Center of Satya Wacana
Christian University
Penanggung Jawab
Christian Rudianto, S.Pd., M.Aplling.
Nugrahenny T. Zacharias, Ph.D.
Anne I. Timotius, M.Ed.
Layout & Editor
Lourentius Feby Haryanto
Andika Windianto
Tunggul Laras Agung Dewanto
Penerbit
Widya Sari Press
i
PREFACE
This ‘seminar proceedings‟ is the compilation of unedited papers from the presenters in the 6
thFBS-LTC International Seminar 2012. This year seminar officially picked up a theme:
Research in Teacher Education: What, How, and Why?as a response to the professionalism demand of
English teachers. Thus, the papers collected in this seminar proceedings are the results of English
teachers‟ and future English teachers‟ studies, reflections, and opinions on their teaching
experiences. This book is printed with the hope that it presents valuable insights for English
teachers and anyone who are interested in English teacher education.
I am thankful to all contributors, who are also the presenters of this seminar, for their brilliant
ideas shared in the seminar through presentations and papers. Such contribution is important for
developing standard of English l
anguage teaching and teachers‟ professionalism on the field. I
am also grateful to the committees of the International seminar for making this International
seminar successful and that they managed to gather academics, teachers, and scholars in this
special fruitful event. Moreover, I am very thankful to Prof. Anne Burns and Dr. Willy Renandya
for their valuable presentation in our seminars.
I hope that this International Seminar and this seminar proceedings book give precious
experience, exchange of ideas, and insights for further development of studies in English teacher
education.
Christian Rudianto, M.Appling
TABLE OF CONTENTS
PREFACE i
TABLE OF CONTENTS ii
THE USE OF METACOGNITIVE STRATEGIES AMONG POST-SECONDARY MALAYSIAN ESL LEARNERS
Fauziah Mat Hassan, Nur Huslinda Che Mat, & Khadijah Tifla 1
KIND OF TEACHER I WANT TO BE: SELF-REFLECTION AND MOTIVATION THROUGH MOVIES
Henny Putri Saking Wijaya 19
DEVELOPING TEACHER PROFESSIONALISM THROUGH CLASSROOM ACTION RESEARCH
Abdul Muth’im 30
AN ANALYSIS OF ERRORS IN THE USE OF ARTICLE IN THE NARRATIVE AND DESCRIPTIVE WRITING STUDENTS
Christianti Tri Hapsari 40
STUDENTS’ PERCEPTIONS ON GRAMMAR TEACHING IN ENGLISH DEPARTMENT OF SWCU
Maria Christina Eko Setyarini, M. Hum. 56
LEARNERS’ PERCEPTIONS TOWARDS THE EFFECTIVENESS OF THE TEACHING AND LEARNING OF MORAL IN MALAYSIAN INSTITUTIONS OF HIGHER LEARNING
Fadhili bin Muhammad, Nor Sukor bin Ali, &Norilabinti Mat Zan 69
VOCABULARY LEARNING STRATEGIES USED BY ENGLISH DEPARTMENT STUDENTS AT SATYA WACANA CHRISTIAN UNIVERSITY, SALATIGA
Devi Irnasari & Febria Vinka Kristie 84
THE PURPOSES OF L1 IN TEACHING ENGLISH TO YOUNG LEARNERS IN KINDERGARTEN
Candradewi Wahyu Anggraeni 95
IMPROVING THE QUALITY OF THREE LANGUAGE CENTRES IN SALATIGA THROUGH GOOD RECRUITMENT PROCESS AND TEACHING EFFECTIVENESS STANDARD
iii
TEACHING PRACTICE STUDENTS’ PEDAGOGICAL KNOWLEDGE DEVELOPMENT IN TEACHING ENGLISH IN A PRIVATE ENGLISH INSTITUTION
Hesty Herawati& Anne Indrayanti Timotius 133
STUDENT PERCEPTIONS OF RESEARCH IN DEVELOPING THEIR COMPETENCE AS ENGLISH TEACHER CANDIDATES
Ridha Mardiani 147
PROBLEM IN TEACHING ENGLISH AND THE SOLUTIONS
Putu Diah Kanserina & Muhammad Arief Budiman 163
INCIDENTS FROM STUDENTS-TEACHERS’ ACTION RESEARCH TEACHING JOURNALS IN PRE-SERVICE TEACHER EDUCATION PROGRAM
Annisa Liliyana, Arum Widya Wardhani, Ardiyani Widya Permatasari, & Kanthi Rusana. 176
SUSTAINING ENGLISH TEACHER DOING CLASSROOM ACTION RESEACH: PERCEPTION OF PALU CITY'S ENGLISH TEACHER
Mukrim 201
USING MODIFIED RUMMY GAME METHOD TO IMPROVE STUDENTS’ LEARNING ACTIVITIES AND ENGLISH DIALOG SKILL IN THE STATE SENIOR HIGH SCHOOL 3 SALATIGA GRADE XI NATURAL SCIENCE 2 EVEN SEMESTER YEAR 2011/2012
Supriyanto 219
CAR PAPER BASED POSTER PRESENTATION TO ENHANCE STUDENTS’ UNDERSTANDING ABOUT CAR
Nuraeningsih & Rusiana 236
CHILDREN LITERARY TEXTS ANALYSIS AS TEFL SIDE-MATERIALS FOR INDONESIA YOUNG LEARNERS
Anna Sriastuti 249
WORKING TOWARDS AN INTERCULTURAL COMPETENCE IN THE WORLD ENGLISH ERA
Athriyana Pattiwael 259
REFLECTIVE JOURNAL: A TOOL FOR REVEALING THE PRE-SERVICE TEACHERS’ PROFESSIONAL LEARNING
Debora Tri Ragawanti 277
TEACHER PROFESSIONAL DEVELOPMENT
AN ANALYSIS OF CLASS INTERACTION: A CASE OF MICRO TEACHING
Luciana 301
STRENGTHENING THE TEACHER STUDENTS’ TEACHING SKILLS
THROUGH THEIR ACTION RESEARCH FINAL PROJECTS
Nury Supriyanti 317
“IF IT’S NOT WESTERN CULTURE, WHOSE CULTURES I SHOULD TEACH”: CHALLENGING THE TEACHING OF CULTURE IN EIL PEDAGOGY
Nugrahenny T. Zacharias 324
THE MAKING OF ENGLISH ASSESSMENT INSTRUMENTS FOR JUNIOR HIGH SCHOOL STUDENTS
Dra. Rini Fatmawati, M. Pd. 340
HOW DOES A GOOD TEACHER TEACH?
Magdalena Kartikasari Tandy Rerung 353
TEACHING ENGLISH IN SECONDARY SCHOOLS: HOW DO I DO THAT?
Eko Winarsih & Anne Indrayanti Timotius 368
A STUDY ON PRE-SERVICE TEACHERS’ BELIEFS OF ENGLISH AS AN INTERNATIONAL LANGUAGE
Flora Debora Floris 379
WHY USING L1 IN TEYL? A TEACHER’S PERSPECTIVES
Anita Kurniawati, M.Hum. 395
PROMOTING SCHEMATIC KNOWLEDGE TO ENGLISH TEACHERS OF SECONDARY SCHOOL LEVELS
Margana 406
INDIVIDUALIZING EFL LITERACY TO IMPROVE INTELLIGIBILITY THROUGH TASK SERIES USING NEWS VIDEOTEXTS: A CASE STUDY OF THREE EFL LEARNERS
Gusti Astika 417
CONDUCIVE LEARNING ENVIRONMENT AND LEARNERS’
SUCCESSFUL SELF-IMAGE: A QUALITATIVE RESEARCH IN AN ACADEMIC WRITING CLASS
v
PRONUNCIATION OF THE PAST TENSE FORMS OF ENGLISH REGULAR VERBS AMONG POLITEKNIK SULTAN HAJI AHMAD SHAH STUDENTS
Nadrah bint i Zainal Abidin, Khairul Bariah binti Takrim & Mohd Faeiz Ekram bin Mohd Jasmani 448
A JOURNEY OF A THOUSAND MILES OF FUTURE TEACHERS BEGINS FROM A SINGLE STEP IN A MICROTEACHING CLASS
Rahmila Murtiana 459
DEVELOPING LANGUAGE TEACHERS’ PROFESSIONALISM
Rindang Widiningrum 477
CMC IN ELT: THEORIES AND PRACTICES
Dian Toar Y. G. Sumakul 492
A GROUNDED THEORY OF PERCEIVED TEACHER AGGRESSIVE COMMUNICATION: STUDENT IMPACT
Brandon Donelson-Sims 508
LANGUAGE LEARNING STRATEGIES AND ENGLISH PROFICIENCY: ARE THEY RELATED?
Gita Hastuti 522
IMPROVING STUDENTS’ ENGLISH PRONUNCIATION USING THE EXPLICIT TEACHING APPROACH
Situjuh Nazara 539
CONFLICT TALK AND NARRATIVE
Irfan Rifai 554
TEACHING ENGLISH TO SPECIAL-NEEDS CHILDREN
Suzana Maria L.A.F., M. Hum. & Christiana Sidupa, M. Hum. 566
ROLE OF CULTURAL KNOWLEDGE OF STUDENT TEACHERS AND ITS REFLECTION ON THEIR PRACTICE
Tri Wahyuni Floriasti 590
“SO, WHY DO YOU TEACH THE WAY YOU DO:” VARYING
PERSPECTIVES ON LITERARY INTERPRETATIONS AMONG UKSW’S LITERATURE LECTURERS
Danielle Donelson-Sims 596
DO STUDENTS WRITE OR SPEAK?
Christian Rudianto, M.Appling 610
ATTITUDES OF PRE-SERVICE EFL TEACHERS TOWARD RESEARCH
TEACHING: IT’S NATURE AS PERCEIVED BY STUDENT TEACHERS
Research in Teacher Education : What, How, and Why?, November 21-22, 2012, UKSW
459
A JOURNEY OF A THOUSAND MILES OF FUTURE
TEACHERS BEGINS FROM A SINGLE STEP IN A
MICROTEACHING CLASS
Rahmila Murtiana
IAIN Antasari Banjarmasin
ABSTRACT
This paper presents findings from a qualitative exploratory study which investigated the
experience of student teachers as they went through the process of teaching practicum in a
microteaching class. The purpose of the study is to examine to what extent reflective practice
benefits students and enables them to make progress in their practicum. A cohort of student
teachers from an English teacher education program of a higher institution in Banjarmasin,
Indonesia took part in the study. The data were gathered from observational notes, students‟
reflective journals on how they planned and conducted their mini lesson, peer comments, and
interviews. The findings revealed that the experience in a microteaching class, despite its
limitation as it only offers a glimpse of what teaching is like, can serve as the crucial
beginning step from which the student teachers enhance their pedagogical knowledge and
develop their teaching expertise. This supports Richards and Farrell‟s (2011) argument that
“microteaching provides experiences that can trigger a deeper un
derstanding of teaching
through processes of critical reflection.”
Key words: microteaching, student teacher, reflective practice
BACKGROUND OF THE STUDY
In a teacher education program, an important course that must be taken by the students is
teaching practicum. Richards and Farrell (2011) in their book
Practice Teaching: A ReflectiveApproach
used the term teaching practice and practice teaching interchangeably, and the term
practicum is used to refer to both. There are two different kinds of teaching practicum
–
the
first is
microteaching, and the second is
teaching an ESOL class. The former refers to
teaching a short lesson or part of a lesson to a group of fellow student teachers, followed by
feedback by a supervisor and fellow student teachers. It is often conducted as part of a group
activity on teacher-training courses, where students are put into groups and asked to plan and
teach certain parts of a lesson. Meanwhile, the latter refers to working at a school with a
cooperating teacher or a mentor teacher and teaching part of lessons or entire lessons for an
extended period of time in his or her ESOL class. The student teacher will work closely with
